Download - Ten workshops uniting students from the UK and Japan in collaborative scientific endeavour
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Ten workshops uniting students from the
UK and Japan
in collaborative scientific endeavourDevised by
Dr. Eric Albone Clifton Scientific Trust
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The Ten Science Teams• Space Science• Earthquake Engineering• Science in Archaeology• Science Through Theatre• Chemistry: Core Shell
Particles• Environment: Sustainable
Development• Volcano Science• Wildlife Conservation• Aeronautics• Ethics in Medicine
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Science, Creativity and the Young Mind Workshop
Space Science Team
Department of Earth SciencesUniversity of Bristol
July 2001
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A comparative study of MartianA comparative study of Martianand terrestrial vulcanology and terrestrial vulcanology
through a newthrough a new
Distance Learning ProjectDistance Learning ProjectStudents from Japan, working with students from the United Kingdom, at the University of Bristol, with
daily tutorial support from NASA scientist, Joe Kolecki, in Cleveland, Ohio, USA, by email and
video-conferencing.
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A New ICT Learning Model
Devised by
Lawrence Williams
The Holy Cross School
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A New ICT Learning ModelThe purpose of the Space Science Workshop was to explore, in practice, a new general model for learning.
The aim was to use a range of ICT tools interactively:
The Internet as a library of resource materials Video-conferencing as a tool for international distance learning (between the USA and the UK) Email for planning and daily communication Email attachments (JPEG images) A range of ICT tools to support learning ( DTP, WP, graphics, programs, spreadsheets, video-files, multi-media) The Internet, again, for publication of the outcomes
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The Space Science Team’s taskas set by NASA scientist, Joe Kolecki
The students were asked to explore two opposing scientific theories about the formation of volcanoes on Mars:
1. Were volcanoes on Mars caused by a massive meteor impact?
Or
2. Were volcanoes caused by early plate tectonic activity?
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The areas to be explored by the students:
Olympus Mons
Three other volcanoes – “hot spots” ?
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Participants:
Akira Nakamura (Japan)Ryo Nakamura (Japan)Toshiyuki Itai (Japan)
Lee Parsons (UK)Rania Kashi (UK)
Adriano Silva (UK)
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Kanji byToshiyuki
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Our thanks to:
• Professor Stephen Sparks FRS (Bristol)• Dr. Carsten Riedel (Bristol)• Stewart Stansfield (Bristol)• Joe Kolecki (NASA)• Ruth Petersen (NASA)
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Adriano
• How volcanoes form on Earth e.g. plate tectonics
• How to calculate slope angles, diameters and height from satellite photos
• Identify features from satellite pictures which might suggest volcanic processes in the past e.g. lava flows
• Olympus Mons - theory of meteor impact
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Tarsis Basin
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Olympus Mons
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Akiro
• How volcanoes form• Chemical relationships, and the viscosity of
silicon• How to read satellite pictures of lava flows
and caldera • Formation of caldera • Meteor impacts on Mars
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Toshiyuki
• Plate tectonics on Earth• Volcanic eruptions on Earth and Mars• Meteor impact on Mars• Volcanic slopes on Earth (Hawaii) and
Mars (Olympus)• Comparison between Mount Fuji and
Hawaii
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Ryo
• Impact size of craters• Shock waves through Mars• Age of Olympus• Comparing volcanoes on Earth and Mars
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Lee
• How Olympus Mons was formed• The theory of how Mariner’s Valley was
formed• The theory of how plate tectonics formed
on Mars in the past
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Comparison of Olympus Mons and Hawaii
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Horizontal Extent (km)
Heig
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Hawaii Volcano
Olympus Mons is much bigger than Hawaii!!!
Energy of the impact was of the magnitude of 1025J
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Rania
• Meteor theory for volcano formation on Mars• Investigative methods used in science• Mathematical evidence to prove/disprove
theory• Working effectively as a group• New communication skills, across language
barriers
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Email to Joe Hi Joe,
Rania here, I'd like to tell you how immensely grateful I am to you and your team. You have been truly inspirational in your motivation and encouragement. This workshop has given me an idea of what higher education and a career in science would be like, and I will go back to school full of anticipation of such a path. I am now very excited about what the future holds and what I, and my new friends in Bristol, can go on to achieve.
I hope to keep in touch with you and will most definitely research further into this field.
Many thanks once again.
Rania Kashi
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ICT tools actually used• The Internet to find NASA images and other information from their
web sites• Word-processing of the final Reports for the web sites• Spreadsheets for calculations• Email and attachments for the daily exchange of information with
Cleveland• Video-conferencing at ISDN 2 for the daily conferences, and ISDN 6
for the final presentations to NASA• Digital cameras, still and movie, to record the Workshop• CD writer to prepare the final Workshop presentation to the
University• PowerPoint and graphics for the actual presentation• The Internet, again, for the publication of the documentation of the
whole event
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The futureDear Lawrence,
Your kind words, and the transformation we all saw in the members of our group says everything! We are proud to have been asked to join forces with you. All of you at Bristol have achieved a landmark in education! May its effects be felt everywhere!!
Yes to further involvement with you - by all means, YES!!!
Joe
NASA Glenn Learning Technologies ProjectClevelandOhio
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Real World Science: A Comparison of the Volcanoes on Earth with the Volcanoes on MarsJoe KoleckiJapan 2001 Science, Creativity and the Young Mind Workshop, Bristol University, Bristol, UKJuly 23-26, 2001Coming soon! A separate site is being prepared to summarize the events surrounding this series of connections. A link from this page will take you to the details upon its completion.
Videoconferences with the UK
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Web address:
www.clifton-scientific.org/j2001